Connect with Us
login

ODYSSEY

New Directions in Deaf Education

WE ARE NOW ACCEPTING ARTICLE SUBMISSIONS FOR THE 2023 ISSUE OF ODYSSEY ON THE TOPIC OF “ACCESS AND EQUITY IN DEAF EDUCATION.”

Call for Submissions
2015 ISSUE

The Influence, Impact, and Opportunity of Technology

View the 2015 issue in its entirety here

The 2015 issue of Odyssey focuses on technology – its influence, impact, and the opportunities it presents for the education of students who are deaf or hard of hearing.  It includes 15 articles that describe how technology has

  • impacted the education and achievement of students who are deaf or hard of hearing from birth through high school,
  • expanded opportunities for professional development and growth, and
  • enhanced support for and engagement of families.


Articles focus on how professionals and families are addressing current challenges or preparing for future technological challenges. Also included are lists of Technology Resources – helpful new tools and resources for educators.

Issues

  • Captions, Whiteboards, Animation, and Videos: Technology Improves Access by Jennifer S. Beal-Alvarez and Joanna E. Cannon
  • iPads for Access, Independence, and Achievement by Victoria Bricker
  • Building Bridges, Robots, and High Expectations by Fiona Bennie, Charlotte Corbett, and Angela Palo
  • Developing ASL Text in the Bilingual Classroom by Joey Baer and Rory Osbrink
  • Screen Recording: An Essential Classroom Tool by April McArthur, Jenn Christianson, Raye Schafer, and Pamela Whitney
  • Getting Students Excited About Learning: Incorporating Digital Tools to Support the Writing Process by Rachel Saulsburry, Jennifer Renee Kilpatrick, Kimberly A. Wolbers, and Hannah Dostal

Seeking Submissions
for the 2023 Issue of Odyssey

THEME: Access and Equity in Deaf Education

The next issue of Odyssey will focus on how deaf and hard of hearing students are being provided with equitable access to education, ensuring they have the resources and services they need to fully participate and succeed in both school and the community—as young children, as students, and, later, as adults.

Often the concept of “access” is defined by experts or regular users of a given system instead of according to the experiences and expectations of exceptional users who engage with the system. Who defines accessibility? The deaf or hard of hearing child or the people surrounding that child? In addition to determining what access means and how it will be provided, accessibility by itself may not be enough. Abundance of experience and ease of use are also important, especially in interactions involving language and socialization. Full and comfortable participation may be the ultimate measure of equitable access.

We want to know how families and educators are providing equitable access and enabling full participation for their deaf and hard of hearing children or students not only through technology but also through programming, activities, and strategies that promote maximum opportunities for learning and interaction:

 

    • Which assistive tools and online technologies have been shown to support academic success and social-emotional development? How can we measure the efficacy of such tools?

 

    • What unique strategies help create inclusive environments and promote an abundance of accessible and interactive language for deaf and hard of hearing children in their families and communities as well as in schools?

 

    • How do we involve deaf and hard of hearing students in determining what access they need? How do we ensure they continue to receive both academic and social-emotional support? 

 

    • What have we learned from our own deaf and hard of hearing children and students, especially about what works best for them? How have we supported their advocacy and self-determination? 

 

The Clerc Center is particularly interested in articles focused on serving students who are deaf or hard of hearing from traditionally underserved groups, including those students who are lower achieving academically, who come from families that speak a language other than English in the home, who are members of diverse racial or cultural groups, who are from rural areas, and/or who are deafdisabled.

Please e-mail your ideas to Odyssey@gallaudet.edu. We will begin accepting submissions on June 13, 2022, and continue until December 2, 2022, or until the magazine reaches capacity. Contact us at any time with questions or to discuss your ideas.

CloseMenu
A woman with dark, curly hair is reading a book to three deaf or hard of hearing boys. The two boys on the left are in Pre-kindergarten and the third boy is a toddler. The middle boy in a short-sleeve button up shirt is using American Sign Language with the woman reading.

We're eager to meet you!

Name(Required)
Email(Required)
Communication Preferences(Required)
I am interested in receiving more information about the following topics:
Address (Optional)
Provide your address if you would like Odyssey magazine mailed to your home or workplace.
Shoot us an email and a Clerc Center representative will be in touch with you.
This field is for validation purposes and should be left unchanged.